Tn^ 'te-!^che]:e^'S 



GUIDE 



..o-si ir"C5H. ■^•o— 






r#i 



3xj::etxioid. 



Sf:^ iBOX OJ?' LETTER CARDS, 




LIBRARY OF CONGRESS. 

©^ap §0pijrigl;t :|0 



UNITED STATES OF AMERICA. 



LS^^'^b 



We learn throvfjli dovKj." — Feoebel. 



THE PRIMARY GIFT 



OF 



275 LETTER CARDS 

IN 

Print and (0:4^1 



ADAPTED TO ALL METHODS 

OF 






BY 



^ZLiL-Eii^ 3Z)_ st-^:k:es. 



x:^ 



^ 



V 



1 



S 



Copyright, July 29, 1884, by Miss E. D. Stake. 



PREFACE. 



There always is a rising sun, 
And day is ever Ijut begun. 

Each age is the dawn of its successor, and thus it is true that there is nothing new under the sua, since the 
new grows from the old, as Ijonghs from the tree. — Genesis of Froebel. 

Meantime, the tree needs trimming, tor the old, dead branches must be cut oif to make room for the new en- 
grafted boughs.— E. D. S. 

The author has consulted works upon Phonics, Orthoepy, Orthography and Eeading, for the purpose of collect- 
ing the principles of the Englisli language. 

The appiication of these principles to the "Letter-Card" method is original; and it is believed to be ])ractical. 

We are indebted to. the excellent works of Prof, E. A. Hheldon, Miss Elizabeth Peabody, Prof. E. V. De 
Graff, Col. Francis W. Parker, Dr. Ad. Douai, Reed and Kellogg, Prof Albert D. Wright, Prof McGuffey, and 
others. 



INTRODUCTION. 



Nature begins with objects. The mother says to her 
little one: "There comes Pa-pa!" thus according a 7uime 
with the object or person. 

The Kindergarten teacher gives the child a bright 
colored ball, and leads him to play with it in an instruc- 
tive manner, but does not teach him the printed nor writ- 
ten luord. This is correct. 

" Plat is the normal occupation of children. It is so 
natural, that we find it even in young animals. In chil- 
dren, however, it takes an intellectual turn, and is the best 
preparation for mental culture.'" — Karl Froehcl. 

By means of bright little cards, letters are transformed 
into 

Objects, 

for children to play with, arrange in pretty figures, and 
finally " build" words. 

The Letter Card Method cultivates manual skill as well 
as mental activity, and thus lays the foundation for a har- 
monious development of all the faculties. (See "Indus- 
trial Education," by Prof Straight.) 

The INVENTIVE faculty is awakened, by leading children 
to arrange the cards in beautiful figures, as well as to build 



words, for themselves. Wiien pupils compose their own 

lessons, they will 

Read Naturally. 
Wlien they build words with letter cards, as a printer 
does with type, they will 

Spell Correctly. 
In DeGraff's comprehensive work entitled " School- 
Room Gruide," there are ten different methods for teaching 
pupils to read: 

1. Word Method. 6. Word-Building Method. 

2. Object Metliod. 7. Look-and Say Method. 

3. Phonic Method. 8. Sentence Method. 

4. Phonetic Metliod. 9. Drawing Method. 

5. Phono typic Method. 10 The A B C Method. 

It will be discovered that the Letter Card Metliod is 
adapted to each of said methods, and may be called the 
Eclectic, as the author has chusen and combined the best 
points of them all. 

As about three- fourths of the syllables in the English lan- 
guage have short vowel sounds. we use, in ihesefrst lessons, 
words which have mostly short sounds. Thus they will be 
found adapted to the Phonic method. (See Phonic method 
in appendix.) 



CONTENTS. 



Part I, - - - - - Word Building. 

Part II - - - - - - Compaiing Print and Script. 

Part III, . . . - - Writing. 

Appendix. 



Part I. 



WORD BUILDING. 



Shall little children print words, or write them ? 

Neither at first, but "build" words with letter-cards, 
which are as diverting as toys, giving occupation to the 
hands and instruction to the mind. 

As alphabet blocks are bulky, and, moreover, usually con- 
tain but one set of vowels, with which only a limited num- 
ber of words can be made, the author has been led to pre- 
pare small letter-cards, in large numbers with a large sup- 
ply of both vowels and consonants. These letter-cards are 
jiroportional, according to their use, like a printer's font of 
type, so that pupils can make several copies of a word until 
it is thorougnly learned; and, in time, build whole sentences 
and " set up '" short stories. 

Punctuation cards are also furnished, and the pupil will 
acquire the habit ot using them as naturally as a printer 
punctuates in setting type. 

The cards are printed on botli sides, thus facilitating 
rapid selection. 

Most of the letters are small, /.e., belonging to the "lower 
case," as but few capitals are used in first lessons. 



Lastly, there is a set of script letter-cards in the same 
boxes with the jDrinted ones, to be used with them for com- 
parative lessons, after which the pupils will be enabled 
to take u]) writing with skill and ease. 

FIRST PREPARATION. 

Distribution of boxes. 
Call a pupil from each row to carry boxes to all the 
desks, telling the children not to open them until permis- 
sion is given. 

Object Lessons. 
Let the children examine the outside of the box. 
Name the color of the box. 
Describe the pictures on the box. 

Opening of the Box. 
The teacher should show the pupil how, by first open- 
ing her own box, gently removing the cover, and quietly 
laying it down, back of the box. 



TEE TEACHER'S GUIDE FOR TEE LETTER-CARD METEOD. 



The children do the same. Kepeat until nicely done. 
Lastly, have the cover turned over to serve as a " form," on 
which words and sentences may be built and kept in straight 
lines.* Give the term " groove," and have them learn the 
use of the groove at once, by a little practice. 

PLACIJSXi THE CARDS ON THE FORM. 
Learning Eight and Left Hand. 

Example. — TeU the children to take all of the cards 
from the first box, (left-hand, upper row,) and lay them 
side by side in the upper row. "How many cards. P" "Ten." 

Next, from the second letter box, into the second groove. 
'' How many cards?" "Six" This might be continued 
till the form is filled, being careful in the first exercise to 
put only one kind of letters into a groove. 

Replacing in the Boxes. 

Next, tell the children to gather the cards from the 
first groove, and put them back into the first box, then 
from the second groove into the second box, and so on, till 
all are replaced. Repeat this exercise, varying the order, 
until they can "distribute " cards rapidly. 

Just here, tell pupils that all who take good care of 
their letter-cards and do not lose a single one, can play 



*Place the large groove uiipermost, which forms a wider margin at 
the top. 



games, or make beautiful figures — the same as with colored 
blocks — when their lessons are done. 

Note. — When the time comes, use only those letters which they 
have thus far learned, or wilh which they have become familiar; as, 
for instance, the family of " a," or group of " n's," and " fs." 

Counting. 

Note. — All the letter-cards may be coimted quickly with a little 
practice. Of course, until the pupils know the names or sounds of 
the letters, the teacher will not .ask how many "a's" or how many 
" k's," but simply how many cartas in the first box of the upper row, 
or the last liox in the third row. 

See diagram of contents, on the bottom of 



Recitation 

The letter-cards are now in place, 
Each one where it belongs; 

0, look! and see that not one face 
Among the cards is wrong. 



ADAPTED TO ALL METHODS. 



11 




LESSON I. 
A child first aciiuircs ideas by means of bis senses. 
Those teachers who prefer to teach each word as a 
whole, without analysis of letters or sounds, can let pupils 
build according to the 

AVORD METHOD. ^ 

Example. — Object, a fan. 

Finding the Cards. 

The teacher will select the letter (f) from her own box, 
hold it up to view, and, without giving either name or 
sound, ask the pupils to find a card " like this." If the 
children do not readily discern it, direct them to look in 
the second row from the top, left hand, second box. All 
hold up the card. 

T. " Lay that card on your ])ox cover, in the first 
groove, as I do." 

Next, find one like this, (a,) in the first box, and lay it 
at the right hand of the first card. Now this, (n ) Look 
in the third row, first right-hand box. Add that card and 
we liav the word 



fan 



What word have we made.?" '• Fan." 
See how many times you can make the word fan, finding 
more letters like those in the same boxes, wliile I recite 
or sing, 

A Song. 
Little children build away, 
There is work for you to-day: 
Find the letters, small and bright. 
Put them in thfir places right; 
And we'll build some little words, 
Just as nests are built by birds. 

The children first build the word, (fan,) then build the 
object, (fan). See page 13. 

At the close of each lesson see that the letter-cards are 
put back into the little boxes all right. The children will 
soon learn to distribute them rapidly. This method gives 
occupation for the hand, as well as instruction to the mind. 

Note.— After the lesson the eliildreu will take tlieir slates and 
pencils, and practice on drawing a fan. 

Keview. 

T. " What word did you build in last lesson.'" 

P. "Fan" 

T. "Let us see who can build that word the quickest 
and the nicest. As soon as each one finishes the word, turn 
your box form around, so that I can see the word. All 
right. Now replace the cards quickly, and put the cover 
on the box. With what did you handle the cover.'" 



TEE TEACHERS GUIDE FOR THE LETTER-CARD METHOD. 



P. " With our hands." 

All look at the picture of a hand, on your boxes. £^°° 

" Now we will build the word "hand." Find a card 
like this — (h). Mary may tell in what box it is found." 

M. " Second row from the toj^, right-hcmd box." 

T. " You may all tell where I find this letter — (a)." 

P. " In the first box.'' 

T. " Nowcomes a letter-card that is new to you — from 
the third row, right-hand box." 

T. " We all keep using the word hand — don't we.^ 
Find this letter — ;d), then we will know how to make 
the word 



hand 



Note.— Tell the pupils to ; 
word band. 



how miiuy times they can build the 



The class will rejjlace the cards, and rejDcat: 

The letter-cards are now in place, 

Each one where it belongs: — 
0, look! and see that not one face 

Among the cards is wrong. 

Drawing. 

Pupils take slates and pencils, and draw the pictures 
of the fan and hand. 



Review before giving a new word. 

The teacher should call attention to the words and 
see how many can read them. Then call on pupils, one by 
one, to come forward and point to "fan, hand, my." 
After which the class can cojjy the words again by build- 
ing them, and also the figure of the fan. 

T. " Where do you find this.?" (b) 

P. " In the second box." 

T. " Where do you find this.'" (a) 

P. "In the first box." 

T. " Where do you find this.?" (s) 

P. '• In the fourth row, second box, right hand." 

T. " Now look in the large, square box, right hand, 
upper corner, and find a card that has this short, straight 
mark (-) which is called a hyphen. A hyphen divides a 
word into parts. (Class repeat the statement.) Lay the 
hyphen after the s. Next, find this, (k), then this, (e), 
lastly this (t). What word have we made.?" 

bas-ket 

T. " You may build the word basket three times more, 
then the figure of a basket. 



ADAPTED TO ALL METHODS. 



a a a a a a a 
n n n n n 
h h h h h 
m m m m 
f f f 

y 



14 



THE teaches: S GUIDE FOR THE LETTER-CARD METHOD. 



Use the same cards with blanks, to 6m;7cZ the figure of a basket- Afterward pupils might r/ra^y a basket from 
the picture on the box cover. 



tl 

1 


t 


t 


t 


ti 


t! it 

1 1 


•i it 


e 


i 


e 


|e i 


ej 


ej iej je 

III 1 




k 


k 


k 


k 


k ik 


* 


1 


ai 


s 


s 


js| |s 






bi 


bi 


b 


|b 





ADAPTED TO ALL METHODS. 15 



SENTENCES. 



1. PiTi}ils build sentences from Teacher's Guide. 

2. Pujjils build ural sentences given by the teacher or by pupils. 

KULES. — For -pupils to re2)eat. 
Rule 1. — Every sentence begins with a capital letter. 

Vowel " a" — short sound. 



An-na has a bas-ket. 



Rule 2. — Every sentence ends with a jieriod. 



My fan is in my hand. 

Questions. — How many pupils have placed blank cards between the words.' 

How many pupils have placed a period at the end of the sentence.'' 

An-na has my hat. 



TEE TEACHER'S GUIDE FOE THE LETTER-CARD METHOD. 



Vowel "e" — short sound. 



hen nest 

The hen has a nest. 
The nest is hid. 
This is a sled. 
The sled is red. 



WORD METHOD. 17 



NciTE — The tfiiclitr sliduld cxiiniiin- Ihf liuilik'd scntuuci's very closely, to ^ur lliat imiiils .In not u^c a k-ttur " u " in tUr place of '• ii "; " p" 
iu the place of " d "; " q " in the phur of ■ li '"; iinr reverse ptiuctuation cai'ds. 

"sh." 
Tell the i)upils to use the double card " sh," (combination). 

Vowel "i" — short sound. 



Use exclamation card. 



Use "question" mark. 



A ship! A ship! 
Is that a ship? 
It is a brig. 

The teacher will lead })U]iils to notice the diftVrence between the ca])ital " I '" and the small " 1." Children — 
Both ends of the cajiital " I " are crossed alike: while the ui)})er end of the "1 "' is crossed only half way across., antl 
that is on the left side. 

That is a fish. 
Fred, Fred, get that fish. 



Use the comma. 



18 TEE TEACHER'S GUIDE FOR TEE LETTER-CARD METEOD. 

Vowel " 0." 

O, see that ro-bin. 
The ro-bin can sing. 



■ck" 



Is this a branch of hol-ly ? 
Yes, that is for us. 

" ff" 

Do not cut off the ber-ry. 



TTOnO METHOD. 19 



Christ-mas is com-ing, 
and christ-mas gifts. 
I can spin my new top. 
Ma-ry's new^ wax doll 
has a red dress. 
Caleb is in his cot. 



20 THE TEACEER'S GUIDE FOR THE LETTER-CARD METHOD. 

" ou" 

His cot has four steps. 

" oy ■■ 

The boy stands by his flag. 

Yes, that boy is Frank. 

Frank has a pretty flag. 
Tlu^ee cheers for tlie flag! 



TVOBJ) METEOB. 



I see a drum. 
It is fun to drum. 
Rub-a-dub! Rub-a-dub! 
I w^ish I had a drum. 
Is that Bob's um-brel-la? 



Use the apostrophe. 



No, it is pa-pa's. 



THE TEACHERS GUILE FOR THE LETTER-CARD METHOD. 



Exercise in Punctuation. 



Carlo, Carlo, where 
have you been? 
Ring the bell for dinner, 
—hot mud pies! 

''Cluck," said the hen. 
Don't you see the hawk? 



JJ''OnD METUOI). 



SPELLING. 



Note— Words need to be presented to tlie sinlil, ns Avell us Ictlie e;ir. ITc.w e.ui spclliii,:^- lessons lie best preiiiired? Some sa\w)v7(! the 
words— others say lirinl tliem. The ensier :iud liellei- w:iy Un- eliildivii l.> lenvn eoneel spellinn is to " Inuld " words with letler-eards ns print 
ers set up type. 

SrECJMEN LESSOW^ (ORAL). 
The teacher pronounces the words ami the children huild them in colnmns, the teacher telling them to add the 
letter e to each word and see what new and difSaent words are formed — changing cap into cape, tub into tube, and so on. 



!t a 


e C 


I i 


6 o 


u u 


y y 


cap — e, 


fed— feed, 


liit— e, 


hop— e, 


tub — e. 


hur-ry — why. 


hat — e. 


wed — weed, 


kit — e, 


mop — e, 


cub — e, 


tlur-ry — fly, 


ta]i — e, 


bled — bleed, 


mit — e, 


not — e, 


tun — e, 


mer-ry — my. 


mat — e, 


step — steep, 


slid — e, 


dot— e, 


cut — e, 


ber-ry — by, 


man — e. 


bet — beet, 


rip— (', 


rob — e. 


cur— e. 


fer-ry— spy. 


pan — e. 


sped — speed. 


dim — e. 


rod — -e. 


plum — e. 


ver-y — try. 



*Shon vowel sounds are ehanued to Icjiil;- vowel sounds liy the addition of silent e. Envjili"i,s:—TUv sound of long e is given here Iiy doidi 
ling the e. 



TEE TEACHER'S GUIDE FOR THE LETTER-CARD METEOD. 



A ST..IIY. 



Last Friday I heard a 
hand-organ. It was nice. 
There was a httle mon- 
key sitting on the organ. 
He w^ore a red coat. The 
man called him Jacko. 



WORD METHOD. 



SPELLING. 



Note— Words nerd 111 lir prr^fiitcd to llic si^lil, as wrll as tollic car. II(j\v can s|iclliiii;' lessons lie licsl iircparcilV Smiic say ?n)YV« llic 
■^vords — others say pn'Knlicni. Tin- easier and lictlcr way Inr eliildi-eii l<i leaiii eiaii'et sipellin;^- i-. to ■'liuild" words willi lellercards as |niMl- 
ers set tip type. 

SPECIMEX LESSON'' {ORAL). 
The teacher pronounces the words and the children build them in columns, the teacher telling them to add the 
letter e to each word and see what new and diffident words are formed — changing cap into cape, tub into tube, and so on. 



a a 


e 5 


1 I 


fi 


li u 


y y 


cap— e, 


fed— feed, 


liit— e, 


hop — e. 


tub — e, 


hur-ry — why 


hat — e, 


wed — weed, 


kit— e, 


mop — e, 


cub — e. 


tliu--ry— fly. 


tap — e, 


bled — bleed. 


niit — e, 


not — e, 


tun — e, 


nier-ry — my, 


mat — e, 


step — steeji, 


slid — e, 


dot — e, 


cut — e, 


ber-ry— by. 


man — e. 


bet — beet. 


rip— e, 


rob — e. 


cur — e. 


fer-ry— spy. 


pan — e. 


sped — speed. 


dim — e. 


rod — e. 


plum — e. 


ver-y — try. 



*Sliort vowel sounds are elian.i^cd lo loni; vowel sounrls ),y Ihe addition ot silent i-, Ej:aiilini,s:—'\\u: sound of long e is given here by (h)Ub- 
lina; tlxe e. 



TEE TEACHERS GVIDE FOR TEE LETTER CARD METRO b. 



A Story. 



Last Friday I heard a 
hand-organ. It was nice. 
There was a httle mon- 
key sitting on the organ. 
He w^ore a red coat. The 
man called him Jacko. 



ADAPTED TO ALL METHODS. 27 



Story No. II. 



I have a new doll. It 
was a birth-day present. 
I call her May. She has 
red cheeks. My old doll 
looks pale. She has been 
sick so long. 



THE TEACHERS GUIBE FOR THE LETTER-CARD METHOD. 













A-sa. 


Gil-bert. 


Mar-tin. 


Thom-as. 












Al-bert. 


George. 


Mark. 


Tim. 












Ben. 


Hen-ry. 


Nor-man. 


U-lys-ses. 




ORAL 


LESSON. 1 


Bert. 


Her-bert. 


Nick. 


Ul-ric. 












Ca-leb. 
Cy-rus. 


I-ra 


Or-rin. 


Vnl-PTi-fiTip 


Teacher: 








Ike 


Os-car. 


Vick. 


" Would you like to ' 


build ' some pretty names ? 


Dav-id. 


Jim-my. 


Pe-ter. 


Willie. 


It will 


be as good as playing games. 




Dan. 


John. 


Pat-rick. 


Wal-ter. 


Now do not make the least mistake, 




Ed-win. 


Karl 


Eich-ard. 


Zae. 


As I 


speak each name 


for you to make 


" 


El-mer. 


Kent. 


Raljih. 


Zed. 


An-na. 




Flo-ra. 


Lily. 


Ruth. 


Frank. 


Lew-is. 


Steph-en. 




A-my. 




Grace. 


Lu-cy. 


8us-an. 


Fred 


Luke. 


Sam. 




Bes-sie. 




Ger-trude. 


Ma-ry. 


Stel-la. 


Note 


— Tlie teacher can select from the above 


names antl then gi% 


Ber-tha. 




Hel-en. 


Mag-gie. 


U-na. 


the names 
name. 


of the inipils, as everj 


pupil will want to build his or her ow 


Co-ra 




Hat-tie. 


Nel-ly. 


Ur-su-la. 










Clar-a. 




I-da. 


Ni-na. 


Vi-va. 










Do-ra. 




I-na. 


01-ivf. 


Vi-o-let. 










Dol-ly. 




Jo-sie. 


0-liv-ia. 


Win-i-fred. 










Em-ma. 




Jane. 


Pan-zy. 


Win-nie. 










El-la. 




Ka-ty. 


Pet, 


Zul-ma. 










Fan-nie. 




Kath-leen. 


Ro-sa. 


Zee. 











PART II. 



COMPARISON 



OF 



Print and 



€U/h 



ADAPTED TO ALL METUOD^. 31 



COMPARING PRINT AND SCRIPT. 



Why set a pupil at writing script without any instruction? As the letters are connected, it must he hard- for a 
little child to distinguish where each letter begins, and ends. 

He is likely to commence at the top, or middle of a letter, when he should begin at the bottom, or side. 

DISTINGUISH! XG STBAIGHT LINE LETTEBS FROM CURVED LINE LETTERS. 

1st Lesson. — 1st Class. 
You ask the class to find how many of the printed letters in the little huxes have only str.\ight lines. 
When each pupil has selected them — a more difficult task than at first may be supposed — then let the right 
number, seven, he placed on the board, in the following order : 

1 k i V w^ X z 

•2nd Lesson. — '2nd Class. 

Find all the letters in the little boxes that are made entirely of curved lines. 

If the pupils have not had lessons in Form or Drawing, the teacher will need to show the difference between 
straight and curved lines. 

Also, lead them to remember that a straight line may be in a slanting position, as in the lettei- x. 



c o a g 



TEE TEACEER'S GUIDE FOR TEE LETTER-CARD METROD. 



3d Lesson. — 3d Class. 

Next, find all the letters which are made of both straight and curved lines, joined. This will cultivate discrimina- 
tion still more : 

bdefhjmn 
p q r s t u y 



Recitation. 

We first find letters with straight lines, 
Then others with a curve; 

But some are made of both combined, 
And all for words will serve. 



ADAPTED TO ALL METHODS. 



33 



DEVELOPING LESSONS. 

Comparative lessons cultivate descriptive powers as well 
as observation. 

It is the lack of comparison, chiefly, that causes so many 
pupils to form obscure styles of penmanship ; whereas, 
those who first become familiar with print, make full, 
clear letters in script. 

When the pupils become familiar with the sounds of 
the letters, then the names will come "second to nature." 
After the pupils become familiar with print by " building" 
words with printed cards, then they are ready for 




SPECIMEN LESSON OR CONVERSATION. 
Peeparatoky. 

First, ask the pupils to name over the printed letters 
that have only straight lines and lay out one of each on 
their forms. 

" How many ?" 

" Seven." 

Next, " How many have noticed that in each little box 
there is one card which is of different color from the 
others ? 



" Very well, take out the one that is in your box of I's 
and lay it in the groove, below that printed one. 

" What color?" 

Ans, — " Yellow, or buft"." 

Card. 

'' Any difference in the size?" 

" The buff card is larger." 

" Shape ?" 

" Long, pointed." 

" The other cards?" 

" Square." 

" Position?" (placing them side by side.) 

" The buff card lies slanting. The white cards stand 
upright " 

Letter. 

" Can you tell the name of the letter on this buff card?" 

'•1 — the same as the printed one." 

" With what is this kind of a letter generally made?" 

" With a pencil or pen." 

" Yes, this belongs to the kind we use in writing. 

" What are they called?" 

" Written letters." 

" Yes, or SCRIPT letters. (P. " Script letters.") 

" How were the letters on the white cards made?" 

" They were printed." 



THE TEACHEES GUIDE FOR THE LETTER-CARD METHOD. 



" Let us examine them, and see how they differ from 
the printed letters of the same name." 

Teacher questions about position of letters, and kind of 
lines — leading pupils to compare and describe, viz. 



" How many of you know all the printed letters.?'' (All.) 

" Would you like now to learn scri})t, or written 
letters? 

" Then take out the butf cards from the boxes where 
you found those straight-lined letters. La}' them on the 
box-form, directly under those printed letters. 

COMPABISON OF LIXES, POSITIOX AND FORM. 

1 k i V w^ X z 




/ '^ 



^/^ 



iZ 



Lines. 



Print. 






Form. 




Position. 


ie a stem, 


with an ') 




•m at the tc 


p, and a > 


uviright. 



k 
i 



(( ( with an arm at the top and ) 1 " 
\ bars at the bottom, j 2 slanting. 



. hvi 
\ at 



th arm at the top and bar 
bottom, and a dot above 



^ J upri! 



:ht. 



Lines. 



Script. 



/ Straight and curved lines, 

Form: The script 1 has a long loop, where 

the printed 1 has a stem. 
Straight and curved, joined, 
Form: A long loop, and two curves. 

Straight and curved, joined, 

Form: A dot above it, like the printed i. 



Position. 
slanting 



/ 



ABAPTED TO ALL METEODS. 



35 





Lines 


V ' 


' 2 


w 


' 4 


X 


' 2 


z 


'• 3 



( opt'ii ;it top, with short lines ) , ,• 
^ £.1 " J ■ slantiuo;. 

\ or bars across upper ends, j '^ 

f open at top, with bars across ) ^ 
\ the upi^er ends, j 



the Hnes cross each other 
at their centers, with liars 
on the upper and lower ends. 

with bars at the ends of } 1 
the horizontal lines, 



1 2 horiz 



ital. 



Lines. 
It Straight and curved joined, 

tu " " 

I 

Form: With a loop below the line. 



Position. 
slanting. 



Beginnixg Place. 



Now all look closely on the board, while I draw those two rows of letters that you have placed on your forms. 
Name the first one. Tell me at what part of the printed 1 I begin. " At the top." 

The printed j[ begins at the top. 

i u u 

V u u 

W u u 



The script /^ begins on the left hand side. 

■^ u a a 

1J. u u u 

if^ " " " 

■Z " " <• 

/ " " " 

These lessons not only cultivate observation, but also 
descriptive powers and language. 



36 



THE TEACHER'S GUIDE FOR THE LETTER-CARD METHOD. 



THE CURVED PRINTED LETTERS. 

2nd Class. 



c o a g 



€ e a 







Print. 




ronitlon. 


Lines. 


c 


Upright. 


Curved 


o 


i( 


(( 


a 


(( 


a 


g 


(( 


u 






Script. 




Position. 


Lines. 


Beginning. 


c Slanting. 
<l " 


Curved. 


At the left side 
(I 


(f 


^. 


(1 


^ -f? 1:1 iU , 


i„ .,.,,.i ^e „ ,,,.: 


,i.,j „ 



Beginning. 
At the top. 



Form like the lower part of a printed a. 

Slanting, CuiTed, At the left side. 

/ Has a long loop, instead of a short curve at the bottom. 

Statement. — These four printed letters, c a and g stand upright, have curved lines, and begin at the top, 
■while the same letters in script stand slanting, have curved lines, and begin at ttie left side. 

Note. — Have the pupils huild these two rows of letters, placing the script c directly under the printed c, the script o 
directly under the printed o, and so on, and putting blanks between the letters. Tell children to look at the copy in 
the book and see if their work is correct. Lastly, they may write the script letters on their slates. 



ADAPTED TO ALL METHODS. 



37 



COM PA RA TI VE LESSON. 



b d 



f h 



/? 



^ 



CURVED-LINE PRINTED LETTERS.- 
3rd Class. 
Position. Lilies. Beainning. 

"K Upright, 1 straight lim^, top, 

'-' with a curve on the right liaucl lower jiart, and an arm 
at the upper end. 

d Upright, 1 straight line, top, 

with a curve on the left hand lower i)art, and an arm 
at the upper end. 
^ Upright, 1 straight line, in the centre, 

'C a short horizontal line, nearly surrounded with a curve. 

f Upright, straight and curved, joined, top, 

and crossed near the upper end with a horizontal line, 
and a har across the lower end. 

h Upright, 1 straight line, top, 

with au open curve on the right side, lower part, hars 
across the lower ends, and an arm at the upper end. 



y 




Script. 

Position. Lines. Beginning. 

Slanting, straight and curved, at the side, 

loop at the upper end, wliere the printed b has a stem. 

Slanting, straight and curved, at the side, 

with a stem like the printed d. 

Slanting, straight and curved, at tlie side, 

much like the printed e. 

Slanting, straight and curved, at the side, 

has two long loops, unlike the j)rinted f. 

Slanting. straight and curved, at the side, 

A loop at the upper end, where the printed h has a 

stem. 



*As there are fifteen letters in the 3rd Class, teacher may divide into three lessons. 



38 



THE TEACHER'S GUIDE FOR THE LETTER-CARD METHOD. 



J m n p q 




^i n 




m 



n 
P 

1 



I'kint. 

Position. Line.t. Beginning. 

Upright, stiaiglit ami c'urvcd, joined. top, 

with a (lot above it. 

Upright, straiglit and curved, joineil, top, 

Three straight lines, joined by curved lines at the 
ujiper end, with bars across the lower ends. 

Ujjright, straight and curved, joined, top. 

Form: Bars across the lower ends. 

Upriglit, straight and curved, joined, top, 

a curve on the right hand, upper part, and a bar 
across the lower end . 

Upright, straight and curved, joined, top, 

a curve on the le/t hand, upper part, and a bar across 
the lower end. 



Script. 
Position. Lines. Beginning. 

Slanting, straight and curved, at the side, 

with a dot over it, but a loop instead of a curve at the 
lower end. 

Slanting. straight and curved, at the side, 

much like the printed m, only the lines are slanting 
and more curved. 

Slanting, straight and curved, 

Form: Nearly like the printed n. 



at the side, 
at the side. 



y Slanting, straight and curved, 

/^ with a stem at each end. 

Slanting, straight and curved, at the side 

^ with a curve on the left hand upper part, and a stem 
like the printed q. 



ADAPTED TO ALL METnODS. 



V 

s 

t 

u 

y 



s t u y 



r 



d / 



PoHilion. 



Print. 

Lines. 
straight and curved, joiiu'i 



B,,ji„„ii,g. 
top. 
a cui'ved arm near the tup and bar acmss tla' hottdin. 



U}irij;lit, straight and curved, joined, 
double curve with a bar across each end. 



top, 



Upright, straight and curved, joined, top, 

a stem crossed liy a lunizontal line near the top. 

Upright, straiglit and curved, joined, top, 

with half l>ars at tlie U2)per ends and at tlie lower end. 

Upriglit, straight and curved, joined, top, 

with two slanting lines joined and ending in a curve 



a 




SlilUI'T. 

Pusilimi. Linen. Beginning. 

Slanting, straight and curved, at the side, 

with a shoulder instead of a curved arm on the top. 

Slanting, straight and curved, at the side, 

with a slanting lino and one curve. 

Slanting, stniight and curved, at thc^Jside, 

with a stem crossed near the top by a horizontal line. 

Slanting, straight and curved, at th(! side. 

Form: Like the printed u, only slanting lines. 

Slanting, straight and curved, at the side. 

Form: Like the printed y, but a loop instead of a 
curve at the bottcMii. 



Summary. 

T. " What can you say of the position of the script letters.?' 
T. " In what direction do all the script letters slant?" P. 
T. " Where does each script letter begin.?" P. "Eachscr 



' P. "The script letters are in a slanting position." 
" The script letters all slant to the right." 
ipt letter begins at left side, with a connecting line."' 



THE TEACHER'S GUIDE FOR THE LETTERCARD METHOD. 




7 



SCRIPT LETTERS . 

Class 1. — Loops. 





Class 2. — Stems. 



^ / 



iij 



Class 3. — Short Letters. 





a € 6 I m^ r/ ^^ ^ ^ // ^^ ^^/ a; 



Ten long and slender loops we make, 
Just five above, and five below ; 

Then four stems, too, that will not break — 
The rest are short — a pretty row. 



ADAPTED 2 ALL METHODS. 



41 



COMPARATIVE LESSON. 








H SWF G N 



" What is the hiri;e kind ot letters called?'' 

" Capitals."' 

'■ Yes, sometimes the printer call tlieni ' caps,' tor 

What kind of capitals are those in the lower line?" 

" Flint capitals." 

"What kind in the upper line?" 

" Script cajntals." 



T. ■' What is the position of the print caps?'' 

F. " Upright." 

T. •■ Yes, they stand like soldiers. Can you tell me 
who lead soldiers when they march in line?" 

F. '• The captain, officers, the drum major." 

T. "Well, these script letters look like drum majors, 
and officers, all dressed in pretty imiforms, with curding 



T. 
F. 

T. 
short. 

F. 

T. 

F. 

T. " You may call them ' print caps,' and ' scriiit caps.' feathers or plumes. Now you may all find some beautiful 
Which do you think looks the finest of the two rows?" 'letters like these (in one of the long boxes) and place them 

(If the children are undecided, or divide in opinion, ' on your forms, in the same order as they are in my book."' 
ask them, "which is the prettier, a straight line or a curved | Note.— After the letters are all arranged, call upon the children to 
,. ,, T 1 .1 ^ 1 ,c^\ ^■ 1- ^ ^ •! ^ name tbem. in concert. Afterward, practice writing them. Also 

hue. Lead them to choose tlie line ot beauty. practice building tliem in alphabetical order, repeatedly. 

The " print caps "' you could quickly name. 

But "scripts " are finer dressed: 
Though " uniformed," they're all the same, 

As you have quickly guessed. 



THE TEACJIEWS GUIDE FOB THE LETTER-CARD METRO D. 



PRINTED CAPITALS- 

The teacher should have tlie pupils " Iniilil " this page, as a review. 

A B C D E F 
G H I J K L M 

N O P Q R S 
T U V W X Y Z 

When the letters are all placed correctly on the form, ask each pupil to read them. If one makes a mistake, let 
the next begin where the last left off. Finally, all name them in concert. 



ADAPTED TO ALL METHODS. 



43 








/Si 



''ff- 



(9) 






w 




c^^ 






PART 111. 



WRITING. 



^ 



ADAPTED 10 ALL METHODS. 



47 



WRITING. 

A SPECIMEN LESSON. 
Resemblances and Differences in Form. 

abode 



r 



r/ 



c 



Teacher. " Please look while I thaw a Hue across the 
printed a, cutting ofi' the upper curve. Now what does 
the lower part look like.^" Pupil. " Like the script a."' 

T. " The script a is like the lower part of the printed 
a." (Pupils repeat.) " What is this little line called 
that you see here on the left side of the script a.^" P. "A 
connecting line." 

T. '• \vhat difference in the form of the h\?" P. "The 
script b has a loop instead of a stem, and the curve on 
the right is open at the top." 



T. " What likeness in the forms of the two kinds of c's?" 
P. " The script c is shaped like the printed c." 

T. " What of the script d.?" P. " The script d has 
a stem like the printed d." 

T. " Describe the printed e." P. " The printed e 
has a short horizontal line passing through the curve." 

T. '' Now describe the script e." P. " The script e 
has a slanting line through the curve." 

Note.— Let the pupils take their slates and pencils and copy the 
above script letters; afterward, copy the following line: 




/^^ /'6a// /ail /// /m 



cat 



48 



TEE TEACHERS GUIDE FOR THE LETTER-CARD METHOD. 
WRITING LESSON 2. 

f g h i j 





z ( 



Have pupils examine the form of each one of the above script letters to see how they are like or unlike the joined 
letter of the same name and lead them to give the following 

Statements. 

The script f has a loop at the upper end, where the' The script h has a loop at the upper end where the 
printed f has a curve. Also a loop at the lower end, or j printed h has a stem. 
below the line. The script i has a dot above it like the printed i. 

The script g has a loop at the lower end where the The script j has a dot above it like the printed j, and a 
printed g has a curve. | loop Inflow instead of a curve. 

Exercise in Connecting the above Letters. 




n^ime i^a/^e 




c/^n d{l<^7^e/a^^. 



ADAPTED TO ALL METE0D8. 



WRITING LESSON 3. 



k 1 m n o 




/? 



^/i n e 



Statements. 



The script k has a loop where the printed k has a stem. 

The script 1 has a loop instead of a stem. 

The script m is much like the printed m in form. 



Tlie script n is nearly like the printed n in form. 
The script o is like the printed o mth the addition of a 
connecting line. 



Exercise in Connecting the above Letters. 






CiU^iri //c^il ao.> 



50 



THE TEAVIIEIVS (iUlDE EOR THE LETTER-CARD METHOD. 



/ 



WRITING LESSON 4. 



p q r s 



o 



/ J 



t 

/ 



State^fents 

The script p has two stems. One iit tlie lower end like 
the printed p, and also one at the ujijier end. 
The script q has a stem, like the printed q. 
The script r has a "shoulder " instead of a curved arm. 



The script s has a slanting line and one curve, where 
the printed s has a double curve. 

The script t is almost like the printed t, excej)! the con- 
necting- line. 




Exercise in Connecting the above Letters. 






ra^^c /r //////-/^ ^///^/V///// ///// d/tami. 



Oral Lesson. 
0, see the snow-flakes fall, 

Right down on my new sled;- 
ril make a big snow-ball 

Before I go to bed. 



A DAP TED TO ALL 21ETII0DS. 



51 



WRITING LESSON 5. 



u 


V 


w ; 


// 


^ 


Statements. 



,/' ^ 



^z 



The script u is ncjarly like tlio printed u. The serijit x is (lifrerciil fnjiii tht- iniuted x. The lines 

The script v is shaped like the print(id v, Imt has curwd are curved and do not cross eacli other. 

lines. The script y lias a loop wlicrr tlie ]ii-iiit(Hl y lias a curve 

The script wis shaped like the printed w, with curved The script z iuis a loop at the liottuni. 

lines instead of straight ones. 

Exercise in Connecting the above Lettei-.s. 



€i<ven 




w/ie. 



52 



TEE TEACEER'S GUIDE FOR TEE LETTER-CARD METEOD. 



A 

B 
C 
D 
E 



SCRIPT SENTENCES. 




'/e/d/ve-i /^ /m m4 m^e. 




^^^^4 dee m^n dAi^-c/. 
fe /// ma/ /ue//// d///^^A 




y? 



'a 



^am ///^^i a 



ADAPTED TO ALL METHODH. 



F 
G 
H 
I 

J 






^1 / " 



^'/^/f/ //r/j r/ m'Wm= 




wr/^/: /a/iY) 




meeaa-. 



i i 




'fy-m a6Y// ///y 6'//j// 



^//m'e ^r^m j/////i///7//^i/>i. 



^ ^ 




6/m=n^/ cr/7? ^'////// r/ r^/z/e. 



TEE TEACHER'S GUIDE FOR THE LETTER CARD METUOD. 



K 
L 
M 
N 
O 



// //a J a^a^myi a rj////A 




ADAPTED TO ALL METHODS. 



P 

Q 

R 

S 
T 




rr///j r//f /r////r/ 



.We//J. 



W/ r///f/r/r//'/ /rYr//^j. 



^J^f/^lC^/ /////7 //// /'^//J 






Y/Y^/YY/6/ ///// ^'^yy// a^^//2. 




Y 



'/r/Y2Y//Y 




56 



THE TEACHER'S GUIDE FOR THE LETTER CARD METHOD. 



/' //?rii'ra. 




rmel id miei ri/zf/ €//;//e. 



X "^M/a /J t7 I 



(c 










APPENDIX. 



PHONIC METHOD. 



Analyses onl^e n.rahyfh, ^o^si>s of tLe Letters. 
I hose teachers who i)refer analysis of the word by the 
sounds of the letter, can use one of the foUowing ^.etLds- 
1.— bimply give the sounds instead of the letters 
•..—Preceded by Preparatory Lessons 
Which is the better way, to show the pictured outline of 
an object complete or to draw those outlines in the presence 
ot the class Certainly the children will enjoy seeing the 
OKOWTH of the picture, and, in the same way they°will| 
Ike to watch the growth of the word, and to hear the 
teacher 'pronounce " it slowly wuile building it letter by | 

Specijien Lesson. 
T. " Wliat am I drawino-?" 
-P. "A picture of a fan." 

T. " Now look closely while I make the word fan with 
some of these little cards." ' 

Teacher proceeds with building the word on the "form" 



which is held in view, and slowly pronounces, by giving 
the SOUND of each letter, as it is laid in its ;iace,Ts! 



f-a-n 



T. "Please watch my lips while I pronounce it a-^ain 

, ^ow you may repeat each sound after me " ° " 

I Children repeat, f-a-n. 

tryl . " f ?*'"' "^"^Ij 'T'^ '''' fi'-«t P-t alone. All 
^^y It • I. Again, "t, f ' 

repe^t"'^'' ^""' '''' '"""'^ ^'''' ^'^''' ^>- Children 
Finally, the last sound (n). 
Then the whole word clearly. 

fewS^^^J'S^-Sm %ni'«/"='y know the names of a 
f-ouNDs. itutib yet. Let us tir.st leiirn their 



TEE TEACBEWB GUIBE FOR TEE LETTER-CARD METHOD. 



Word Building. ] 

T. " Now you may build the word fan, as I did, on 

your forms." . 

" Where is f?" (Calling it by the sound only.) 
P. (Using the sound,) " f is in the second row, second 
box, left hand." 

T " Where is a?" (gi^'ing sbort sound.) 
P. "a is in the upper row, left hand box." 
T. " Where is n?" 

P " u is in the third row, right hand box." 
T " All who can find more letters, just like those, m 
the same boxes, may build the word fan again. 

- See how many times you can build that word while 1 
repeat : 

" Little builders, build away, 
There is work for you to-day : ^ 
Find the letters, small and bright, 
Put them in their places right. 

Children build: 

fan fan fan 



Additional. 
Sound them clearly; one by one, 
Then the lesson will be done." 

Pupils echo, 

" Yes, we'U.souND them, one by one, 

Then the lesson will be done." 
Pupils pronounce each sound. 

and see that no cards are scattered on the floor or elsewhere. 
Children learn to repeat: 

The letter cards are now in place, 

Each one where it belongs. 
We've looked, to see that not one face 
Among the cards is wrong. 
Note -After the presentation of one word, in a thorough manner 

thoroShly. a;d there will not be any guess work ia reading the lesson. 
C^See pamphlet by E. D. Starr, entitled ■■Preparatory Lessons on 
BreaEd Voic 'or Letter-Curds adapted to the Phonrc Method. 



SELECTIONS TO MEMORIZE, 



TEN LITTLE DOLLIES. 



[[From The yvr-vry.] 
One lonely dolly didn't kimw wliat to do, 
Sighed for a |)laYinate— that made two. 

Two fragile dollies, sick as they could he, 
Called iu a doctor — that made three. 

Three fairy dollies, in a caudy store, 
Bought one of sugar — that made four. 

Four stylish dollies went o>it for a drive, 
Coachman in livery — that made tive. 

Five pretty dollies with their hats to fix, 
Went to a milliner — that made six. 

Six paper dollies, all their ages even, 
Stood by their mamma — that made seven. 

Seven smiling dollies, with book and slate, 
Sat by their teacher — that made eight. 

Eight talking dollies, all in a line. 
In came a truaut^that made mw. 

Nine happy dollies trotted home again, 
Grand-dollv kissed them — that made ten. 



SniPLE ADDITIOX. 



One little downy duck cliiinied a shell through, 
So did another duck — 1 and 1 are 2. 

Two pretty sister ducks never could agree. 
Up came a brother duck — 2 and 1 are 3. 

Three very jolly ducks waddled on the shore. 
There they met a lazy duck — 3 and 1 are 4. 

Four pert and naughty ducks would not learn to dive ; 
'' (juack '■ then, said Captain Duck — 4 and 1 are 5. 

Five plump and merry ducks, swimming after sticks. 
Met with a fellow duck — 5 and 1 are 6. 

Six rather sleepy ducks rested in the even, 
Up came a lively duck — 6 and 1 are 7. 

Seven very tired ducks, sleeping rather late. 
Were waked by a noisy duck — 7 and 1 are 8. 

Eight ducks, gay and proud, in a flock combine, 
" Let me in," said homely duck — 8 and 1 are 9. 

— From T/ie Nursery. 



THE TEACEER'S GUIDE FOR TEE LETTER-CARD METHOD. 



LIBRARY OF CONGRESS 



019 843 659 8 % 



I'LL NOT TELL. 

(A Clirisfraas Colloquy for Two, with Chorus.) 
First :— 

0, what shall you give your father and mother 

This beautiful Christmas day ? 
What gifts shall be for your sister and brother, 
And ail of your dear ones, say ? 
Second : — 

I'll not tell, and you will not know, 

Till Christmas trees with their blooms shall gldw. 

ni not tell, I'll not tell ! 
But, bye and bye, when the gifts you see. 
Will you sing the Christmas song witli me. 
While the the angels sing with us again ? 
(Angel Chorus, to be sung a little way oil.) 

Peace, peace on earth, good will to man ! 
First :— 

Say, what shall you give the poor little peojile, 

That shivering, speed away 
Through frosty streets, while the chimes in the steej^le 

King merry for Christmas day ? 

Second : — 

I'll not tell, and you will not know. 
Till Christmas baskets to find them go. 

I'll not tell, I'll not tell ! 
But bye and bye, when the gifts j'ou see, 
Will you sing the Christmas song with me. 
While the angels sing with us again ? 
Chorus : — 

Peace, peace on earth, good will to man ! 

— From Exhibition Days. 



MARCHING EXERCISE. 

(Arrange a straight line of pupils in front, and a curved line behind 
tlii'Di. Each line recites in concert.) 

Sfraigld line : — Straight is the line of duty, 

Ctirved line : — Curved is the line of beauty ; 

Straight line : — Follow the first, and thou shalt see, 

Curved line : — The last will surely follow thee. 

(In reciting the third line, let the straight line march on ; and, in 
reciting the fourth, let the curved line march on, and into (he steps of 
ihe straight line.) 

— From Exhibition Days. 



THE " R UNA WA Y " SQ UIRREL. 

'■ Two little squirrels lived in a wood, 

One was naughty, the other was good. 

The naughty one's name was Dandy Jirn, 

His mother was very fond of him. 

The good one's name was Johnny Black, 

He had beautiful fur all down his back — 

And he never ivent near a railroad track. 

But Dandy Jim — alas for him ! 

He ran aiuay from home one day. 

His mother looked for him, far and near, 

But never a word from Jim could she hear; 

For, crossing the track, the cars ran over him. 

And that was the end of poor Dandy Jim ! 

But Johnny Black, he always came back. 

He thought that at home was the place to stay. 

He minded his mother, where'er he might be — 

He thought that his mother knew better than he. 



